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Teacher Guide (PDF) AMERICANS AND THE HOLOCAUST TEACHER GUIDE ISOLATION OR INTERVENTION? A CASE STUDY ON THE LEND-LEASE ACT ushmm.org/americans AMERICANS AND THE HOLOCAUST ISOLATION OR INTERVENTION? A CASE STUDY ON THE LEND-LEASE ACT OVERVIEW In this lesson, students will identify multiple economic, social, and geopolitical factors that influenced Americans’ attitudes about the United States’ role in the world from 1939–1941, when people in the United States were deeply divided about what actions, if any, America should take in defense of countries threatened by German military conquest. Through an examination of primary source documents, students will identify and evaluate arguments that different Americans made for the provision of military materiel to Britain in 1940. Ultimately, students will reflect on questions that this lesson raises about America’s role in the world today. This lesson explores the following question: n How did Americans interpret their role in the world when facing the threat of war? HISTORY KEY QUESTIONS EXPLORED 1. From 1939–1941, what information was available to Americans about German military expansion and the German threat to European countries? 2. What events and conditions had an impact upon Americans’ attitudes about German military expansion and whether the United States should supply military materiel to Great Britain? 3. How did Americans respond to the proposal that the United States provide military aid to Great Britain in defense against German attacks? HISTORY LEARNING OBJECTIVES 1. Students will understand that there were many different issues that the American public perceived as having a critical impact on their livelihoods, security, and core values. Those issues vied for public attention during this time and affected the manner in which the American people responded to events at home and abroad. 2. They will be able to identify economic, social, and geopolitical factors that influenced Americans’ attitudes toward the potential for American involvement in World War II. 3. Students will be able to articulate and evaluate arguments for and against the Lend-Lease Act of 1940, providing facts to support these arguments about whether and how the United States should have supported countries abroad via lend-lease during this time. ELA/MEDIA LITERACY KEY QUESTIONS EXPLORED 1. When should a leader take the risk to lead the public, and when should leaders follow public opinion? What role should public opinion play in policy decisions? 2. How important is emotional context in the formation of public opinion? 3. How did individuals and groups play to people’s emotions to shape their interpretation of policy options? 4. Which is more convincing—moral arguments, practical arguments, appeals to emotion, or expediency? 5. A common tool of propagandists is to engage the public in “us versus them” thinking. How can interest groups use this technique to influence public policy, especially in relation to national security and war? Cover photo: A newly freed prisoner of the Buchenwald concentration camp made this flag and gave it to Sergeant Donald Hall in 1945. US Holocaust Memorial Museum collection, gift of the family of Donald J. Hall ushmm.org/americans ISOLATION OR INTERVENTION? A CASE STUDY ON THE LEND-LEASE ACT 2 AMERICANS AND THE HOLOCAUST PROCEDURE Essential Questions What role should Americans play when democracy and freedom are threatened abroad? 1. What information was available to Americans about German military expansion and the Nazi threat to countries abroad? 2. What pressures and motivations influenced Americans’ attitudes about whether and how America should intervene in support of European countries threatened by Nazi Germany? 3. How did Americans respond to German expansionism and threats to European countries? What were the main arguments for and against intervention? Optional Background Materials The materials below can supplement historical knowledge students may or may not already have about this time period. If necessary, teachers may cover this information on the first day and complete the primary source part of this lesson on the second day. n Lend-Lease Background (included in the student packet) n Historical Slide Deck with accompanying teacher script n Timeline of events for 1918–1940. During Class Activity and Discussion 1. Open with the essential question: What role should Americans play when democracy and freedom are threatened abroad? Open class discussion. Ask students to recall what was happening from 1939 through 1941. 2. Divide the class into small groups (three to five) students. Assign readings for each case study from the lend-lease primary sources, based on the time allotted for the lesson and the reading level of the students. Students should underline key information, passages in the reading that require further explanation, or content about which they have questions. — Lend-Lease Bill decision to be discussed: Should the US Congress and president provide military equipment in support of the British war effort against the Germans? 3. In small groups, students will: — Examine primary source documents. Using the document analysis worksheet each group will answer the following questions: n Who is the author? n Who might be the intended audience? n What does the author want the target audience to think, feel, or do? Is there a specific action the author proposes? n What hopes, fears, and grievances present in society at the time might influence how the target audience responded to this document? Consider political, social, and economic conditions. 4. After each group has analyzed and discussed their documents, lead the full class in a discussion of the arguments that different Americans made for and against the Lend-Lease Act. Help the students synthesize their findings and consider the various factors that influenced public opinion during this time. Draw broader conclusions (as well as lingering questions) about Americans and their responses to the Nazi threat in 1939–1941. What questions does this activity raise about America’s role in the world? ushmm.org/americans ISOLATION OR INTERVENTION? A CASE STUDY ON THE LEND-LEASE ACT 3 AMERICANS AND THE HOLOCAUST Assessments Questions for Class Discussion: 1. How would you characterize public opinion in America regarding the lead-up to and start of World War II in 1939–1941? As America engaged in this debate, what was happening in Europe? 2. What factors influenced Americans’ attitudes and opinions about these events and conditions? 3. Were there particular arguments that you found convincing? Why? Was there additional information you would need to accurately assess the validity of these arguments? 4. In a democracy, what is the role of informed public debate about policy decisions? 5. What questions does this case study raise about America’s role in the world? STANDARDS MET AP US History — Key Concept 7.3—Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world. n II. World War I and its aftermath intensified ongoing debates about the nation’s role in the world and how best to achieve national security and pursue American interests. — D) In the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to promote a vision of international order, even while maintaining US isolationism. — E) In the 1930s, while many Americans were concerned about the rise of fascism and totalitarianism, most opposed taking military action against the aggression of Nazi Germany and Japan until the Japanese attack on Pearl Harbor drew the United States into World War II. — Related Thematic Learning Objective. US History State Standards (California) CA.10.8. Content Standard: World History, Culture, and Geography — 10.8.2. Understand the role of appeasement, non-intervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II. — 10.8.5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians. (continued) ushmm.org/americans ISOLATION OR INTERVENTION? A CASE STUDY ON THE LEND-LEASE ACT 4 AMERICANS AND THE HOLOCAUST CA.11.7. Content Standard: United States History and Geography Continuity and Change in the 20th Century: Students analyze America’s participation in World War II. — 11.7.1. Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor. — 11.7.4. Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech). — 11.7.5. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans. Common Core Standards — RL/RI.X.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. — RL/RI.X.6. Assess how point of view or purpose shapes the content and style of a text. — RL/RI.X.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. — W.X.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. — SL.X.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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